American Association for Artificial Intelligence): Roles, an interdisciplinary perspective

Abstract The notion of roles is common to sociology, organizational management and computer science. Although these disciplines partially converge in the field of computersupported cooperative work, their different perspectives on roles remain largely unconnected. In this paper, we examine the characteristics of roles from different angles and propose an integrative approach to the conceptualization of roles in computer systems supporting cooperation

Sociotechnical roles for sociotechnical systems—A perspective from social and computer sciences

Abstract The notion of roles is common to sociology, organizational management and computer science. Although these disciplines partially converge in the field of computersupported cooperative work, their different perspectives on roles remain largely unconnected. In this paper, we examine the characteristics of roles from different angles and propose an integrative approach to the conceptualization of roles in computer systems supporting cooperation

Analyzing and designing the group cognition experience

nternational Journal of Cooperative Information Systems, 15(2), 157-178.More than we realize it, knowledge is often constructed through interactions among people in small groups. The Internet, by allowing people to communicate globally in limitless combinations, has opened enormous opportunities for the creation of knowledge and understanding. A major barrier today is the poverty of adequate groupware. To design more powerful software that can facilitate the building of collaborative knowledge, we need to better understand the nature of group cognition—the processes whereby ideas are developed by small groups. We need to analyze interaction at both the individual and the group unit of analysis in order to understand the variety of processes that groupware should be supporting. This paper will look closely at an empirical example of an online group problem-solving experience and suggest implications for groupware design

Negotiation of software requirements in an asynchronous collaborative environment

The effect of task structure and negotiation sequence on collaborative software requirements negotiation is investigated. This work began with an extensive literature review that focused on current research in collaborative software engineering and, in particular, on the negotiation of software requirements and the requisite collaboration for the development of such requirements. A formal detailed experiment was then conducted to evaluate the effects of negotiation sequence and task structure in an asynchronous group meeting environment. The experiment tested the impact of these structures on groups negotiating the requirements for an emergency response information system. The results reported here show that these structures can have a positive impact on solution quality but a negative impact on process satisfaction, although following a negotiation sequence and task structure can help asynchronous groups come to agreement faster. Details of the experimental procedures, statistical analysis, and discussion of the results of the experiment are also presented, as are suggestions for improving this work and a plan for future research

Supporting collaboration in problem-solving groups

Designing GSS that can be used effectively by co-located groups presents a number of specific problems that do not exist with other group configurations. In particular, any GSS in a co-located setting has an overhead of use that must be recouped by its benefits, or it reduces the overall group effectiveness. In distributed groups the same basic payback is necessary, but usually the GSS is also used as a communication medium; in co-located groups, members communicate directly so this immediate payback is not available to them and the benefit must come from the decision support strand of GSS.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Gifting personalised trajectories in museums and galleries

The designers of digital technologies for museums and galleries are increasingly interested in facilitating rich interpretations of a collection’s exhibits that can be personalised to meet the needs of a diverse range of individual visitors. However, it is commonplace to visit these settings in small groups, with friends or family. This sociality of a visit can significantly affect how visitors experience museums and their objects, but current guides can inhibit group interaction, especially when the focus is on personalisation towards individuals. This thesis develops an approach to tackling the combined challenge of fostering rich interpretation, delivering personalised content and supporting a social visit. Three studies were undertaken in three different museum and gallery settings. A visiting experience was developed for pairs of visitors to a sculpture garden, drawing upon concepts from the trajectories framework (Benford et al., 2009). Next, a study at a contemporary art gallery investigated how gift-giving could be used as a mechanism for personalisation between visitors who know each other well. Finally, the third study, at an arts and history museum, explored how gift-giving could be applied to small groups of friends and family. The thesis reports on how the approach enabled visitors to design highly personal experiences for one another and analyses how groups of visitors negotiated these experiences together in the museum visit, to reveal how this type of self-design framework for engaging audiences in a socially coherent way leads to rich, stimulating visits for the whole group and each individual member. The thesis concludes by recommending the design and gifting of museum and gallery interpretation experiences as a method for providing deeply personalised experiences, increasing visitor participation, and delivering meaningful group experiences

Sustaining collaborative knowledge building: continuity in virtual math teams

When virtual teams engage in knowledge building—the creation and improvement of knowledge artifacts, they can face significant challenges related to overcoming discontinuities, such as integrating the activities of multiple participants, coordinating sessions over time, and monitoring how ideas and contributions evolve. Paradoxically, these gaps emerge from the very factors that make collaborative knowledge building promising: diversity of actors, activities, and ideas engaged over time.This dissertation investigated how Virtual Math Teams (VMT) who participated in the Math Forum online community “bridged” the discontinuities emerging from their multiple episodes of collaboration over time and the related changes in participation, and explored the role that such “bridging activity” played in the teams’ knowledge building. Through Ethnomethodology-oriented interaction analysis of episodes of collaboration selected from 38 naturally-occurring, online sessions within two VMT “Spring Fests,” the following findings emerged: (a) Bridging Methods: 4 practices were central to how VMT teams sustained knowledge building: Reporting, Collective Re-membering, Projecting, and Cross-team Bridging. These practices intertwined 3 key interactional elements: Temporality, Participation, and Knowledge Artifacts. (b) Temporality: VMT teams actively constituted temporal sequences of interaction as resources to organize their collective knowledge building over time. (c) Knowledge Artifacts. Each bridging method involved the co-construction of a bridging artifact interlinking group knowledge-building activity across different episodes or collectivities. (d) Positioning: VMT teams purposely placed individual and collective participants, their history of interaction, and relevant knowledge resources relative to each other in a situated field of interaction. (e) Continuity. The interactional relationships among Temporality, Participation, and Knowledge Artifacts established through bridging were critical to establishing diachronic continuity of knowledge building for an individual team as well as the expansive continuity of a larger collective of multiple virtual teams.These findings offer a framework for understanding how online collectivities sustain knowledge building over time. This study does not represent a complete and general scheme of bridging mechanisms; however, it highlights the frequently overlooked role of constructed temporality within the situated knowledge field that VMT teams developed over time and the dialectical integration of temporality with the organization of participation and the development of knowledge artifacts.Ph.D., Information Studies -- Drexel University, 200